Section List

Toolkit for the Educational Identification of Autism  

February 10, 2026 @ 8:30 AM

• ESU 10 - SPED
• Reeves, Courtney

This interactive workshop provides an in-depth exploration of assessments used in the educational identification of Autism Spectrum Disorder (ASD). Participants will examine both overall assessment approaches and tools specific to the three core areas impacted by ASD—communication, social interaction, and behavior.

The training will address identification practices from birth through age 21, including recognizing autism in girls. Emphasis will be placed on practical tools and strategies for evaluating students suspected of having an educational disability on the autism spectrum.

Educational teams will engage with a range of formal and informal assessment tools, participate in hands-on activities, and collaborate on developing a comprehensive body of evidence to support the identification process.

Registration Deadline: February 3rd, 2026

If you do not have an Odie account, you will need to request one prior to 
registering for the training. If you have questions regarding registration, please contact Denise Neill at 308-237-5927.

NASA Region IV School Administrators  

February 11, 2026

• ESU 10 - ADMIN
• Wheelock, Melissa

A meeting is held for all superintendents in the NASA Region IV area. Registration is required.  Agenda will be sent via list serve.

LETRS Volume 2 (Units 5-8) Cohort 1 2025-2026 (Day 3 of 4)  

February 12, 2026

• ESU 10 - T&L
• Kennicutt, Claudine

Teachers matter more to student achievement than any other aspect of schooling. Teachers need professional development that provides deeper knowledge, skills, and practice to successfully address reading difficulties.

• Understanding the content and methodology of research-based, explicit, structured literacy instruction

• Deep knowledge of the cognitive and language factors that shape student learning and of pedagogical detail

• Information about how to differentiate instruction to meet the needs of all student

LETRS Volume 1 (Units1-4) Cohort 2 2025-26 (Day 3 of 4)  

February 13, 2026

• ESU 10 - T&L
• Lewandowski, Dallas

Teachers matter more to student achievement than any other aspect of schooling. Teachers need professional development that provides deeper knowledge, skills, and practice to successfully address reading difficulties.

• Understanding the content and methodology of research-based, explicit, structured literacy instruction

• Deep knowledge of the cognitive and language factors that shape student learning and of pedagogical detail

• Information about how to differentiate instruction to meet the needs of all student

Cognitive Coaching Foundation Seminar Part 2 (Day 1 of 4)  

February 18, 2026

• ESU 10 - T&L
• O'Brien, Denise

Cognitive Coaching Foundation Seminar Days 5-8:  Part 2

Cognitive Coaching Seminars® are an eight-day training. You must have completed Days 1-4 before you can take days 5-8.

In Part 2, participants will learn how to:

• integrate the maps and tools from Part 1 Cognitive Coaching.

• coach for human uniqueness. 

• detect and mediate cognitive shift.

• use coaching skills to mediate self-directed learning in others when they are struggling with a problem. 

• use the tool cluster of pacing.

• use the tool cluster of leading.

• use the Problem-Resolving Map.

•  

Facilitated by:  ESU 3 Professional Learning Consultants, Susan Presler, Mikki Brooks, and Derek Gangwish

Nebraska Statewide IPG Training  

February 24, 2026

• ESU 10 - T&L
• Kennicutt, Claudine

This session builds a shared understanding of the Instructional Core—the dynamic relationship between content, teacher practice, and student engagement—and examines how intentional shifts within the core can lead to improved instructional outcomes. Participants will be introduced to the Instructional Practice Guides (IPGs) as research-based tools designed to support focused observation, reflection, and continuous improvement of classroom instruction.

Through guided exploration and application, instructional leaders will learn how IPGs can be used to provide content-specific, actionable feedback to teachers that strengthens the implementation of high-quality instructional materials (HQIM). The session emphasizes using evidence from classroom observations to identify patterns of instructional practice, calibrate expectations across grade levels and content areas, and support coherent instructional improvement.

Participants will also examine how IPGs can be leveraged at the systems level to determine trends in HQIM implementation across classrooms and schools. By the end of the session, leaders will be equipped to use IPGs not as evaluative tools, but as instruments for professional learning, collaboration, and instructional coherence.

Early Childhood Paraprofessional Bootcamp 2025-26  

February 27, 2026

• ESU 10 - ADMIN
• Puncochar, Libbie

February 27th: Science
This workshop provides information to support young children's learning in the domain of science.
Objectives
• To Discover Children’s Development within the Science Domain
• To Examine Current Research of the Attitudes Related to Science and how to Promote Them.
• To Explore the Scientific Process and how to use it with Young Children
• To Explore Ways to Create an Environment Conducive to Scientific Discovery
• To Discover ways to use the Scientific Process
• To Examine Ways to Share Information with Parents about Young Children’s Science Learning

Paraprofessionals can meet the Rule 11 yearly requirement of 15 hrs. of Early Childhood specified professional development by taking three out of the four of these workshops.
Dates for the paraprofessional bootcamp include September 5, November 14, January 16, and February 27

ESU 10 Superintendent Meeting  

March 4, 2026

• ESU 10 - ADMIN
• Wheelock, Melissa

This meeting is held for all school administrators in the ESU 10 region. Lunch is provided.  Registration is required.  Agenda will be sent via list serve.

Next Steps Now: Empowering Transition and Building Skills Beyond School  

March 17, 2026 @ 9:00 AM

• ESU 10 - SPED
• Reeves, Courtney

Join Keynote Speaker Carly Gilson of Ohio State University to dig into the idea of competitive, integrated, employment. Explore how work-based learning, purposeful school jobs, and strong transition planning can prepare students with disabilities for meaningful, integrated employment. This conference will highlight best practices in pre-employment skill building, job coaching, quality transition assessments, and applying functional literacy in real-world settings. Join us as we work together in preparing students and communities for inclusive employment opportunities. 

Date: March 17th, 2026
Time: 9:00AM-3:00PM CT
Location: Education Service Unit #10

Registration Deadline: March 10, 2026.  Cancellations not received 2 business days in advance will be billed the workshop fee.

Register online at https://odie.esu10.org to access an Odie workshop, register or to request an Odie account. If you have difficulty requesting an account, please contact Denise Neill 308-237-5927.

Early Childhood Teacher Academy 2025-26  

March 27, 2026

• ESU 10 - ADMIN
• Puncochar, Libbie

Engaging Preschoolers in Number Sense and Measurement

This session is ideal for early childhood educators looking to enhance their math teaching practices and create an engaging, high-quality math environment for young children.

Mathematics begins early! In preschool, fostering number sense and measurement skills lays the foundation for later mathematical understanding. This workshop will help early childhood educators create a mathematically-rich environment that promotes exploration, curiosity, and foundational math skills in young children.

Participants will learn how to engage preschoolers in meaningful activities that support number sense (e.g., counting, number recognition, one-to-one correspondence) and measurement (e.g., comparing sizes, lengths, and quantities). The workshop will emphasize hands-on, play-based strategies that make math fun and engaging for young learners.

A key part of the session will focus on how to meet the math-related criteria in the ECERS-3 (Early Childhood Environment Rating Scale, 3rd Edition), specifically related to promoting mathematical thinking, including providing opportunities for counting, measurement, sorting, and problem-solving within the preschool classroom environment.

To bring the learning to life, participants will engage in a make-and-take component, creating math activity kits that can be immediately used in their classrooms to enhance the teaching of number sense and measurement.

By the end of this workshop, participants will be able to:
    *Understand the ECERS-3 math requirements and how to meet them in a preschool environment
    *Develop and implement fun, engaging, and developmentally appropriate activities to teach number sense and measurement
    *Create hands-on math materials for use in their own classrooms
    *Reflect on how to integrate math into daily routines and classroom play to support early mathematical thinking